Author

ORCID ID

Date Awarded

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Education

Advisor

Michael F. DiPaola

Committee Member

Michael F. DiPaola

Committee Member

Jamel Donnor

Committee Member

Margaret Constantino

Abstract

The purpose of this study was to examine the efforts of school districts in developing and sustaining their capacity to improve student achievement in response to increased accountability. The study sought to confirm what the research says regarding the role of the school district in influencing school improvement. While there is a significant body of research identifying elements for turning around low-performing schools, limited information exists on the roles of school district leaders in influencing school improvement. The study employed comparative case study methodology to examine the details of two school districts that had engaged in turning around low-achieving schools through the viewpoint of the study’s participants (superintendents, assistant superintendents, district leaders overseeing school improvement, and school principals). This study identified the roles and practices of district leaders and determined the strategies used to successfully turn around low performing schools and sustain higher achievement. Increasing achievement across schools necessitates considering how school districts support school improvement and sustain district capacity to improve student achievement. Based on the findings, the study offers recommendations for district leadership practice in supporting school improvement and school turnaround.

DOI

http://dx.doi.org/10.21220/W4BC7W

Rights

Recommended Citation

Kelly, Christopher J., "A Comparative Case Study Of The Role Of The School District In Influencing School Improvement: Supporting And Turning Around Low-Performing Schools" (2016). Dissertations, Theses, and Masters Projects. Paper 1463428412.http://dx.doi.org/10.21220/W4BC7W